A mística como prática artística, política e pedagógica na formação inicial de educadoras e educadores: a práxis nas licenciaturas em Educação do Campo

Abstract

This research was part of the Education, Teacher Training, and Educational Practices line of the Graduate Program in Education (Master’s and Doctorate) at the Federal University of Grande Dourados and was funded by CAPES. The research problem aimed to analyze how Mística, as an artistic/political and pedagogical action of Social and Union Movements connected to the struggle for Agrarian Reform, is understood and used as an element of identity formation in the daily life of Rural Education undergraduate programs at three Brazilian Federal Universities in the process of training rural educators. The thesis focuses its analysis on the understanding of students, educators, and documents regarding the Mística of Rural Social and Union Movements within the Rural Education degree programs, in order to identify and understand which paradigms, political-pedagogical positions, and epistemological perspectives are being adopted in the training processes at the universities studied. Based on this, it proposes—through critical and dialogical analysis—a possible alignment or realignment with the guidelines, identity-building processes, and perspectives of Rural Education and Social Movements in the training of rural educators. The method of Historical and Dialectical Materialism served as the philosophical foundation for this qualitative study. As methodological tools, we used data collection with three focus groups and document analysis, as well as a literature review through the survey and analysis of theses, dissertations, and scientific articles on the theme of Mística in teacher education within Rural Education. The epistemological compass of this work points toward the perspective of theorists situated within the field of Rural Education, aligned with the Agrarian Question Paradigm from a Peasant Perspective, whose greatest theoretical exponent is the educator Paulo Freire, coherently aligned with the philosophical stance adopted.This study also aimed to continue the research process initiated during the master’s degree, in order to strengthen peasant teacher education from a liberating perspective grounded in a Pedagogy of the Oppressed and a revolutionary-based Rural Education.